Research Education Component (REC)

项目概要/摘要-研究教育部分（REC） 研究教育部分（REC）的总体目标是培养下一代领导者， 将基础科学和临床见解整合到促进晚年储备和恢复力的干预措施中。到 要做到这一点，我们建立在强大的老年科学和衰老生物学现有的培训计划，以填补关键 老龄化研究教育的差距。具体而言，REC将协调老龄化研究的交付 为整个机构的早期研究人员提供课程（目标1），促进基础和临床科学 在整个生命周期中储备和恢复力的整合（储备和恢复力研究座谈会，数据 整合工作组），以及支持不同人口的储备和复原力的新干预措施， 老年人（老年人干预发展讲习班，差异研究课程，试点 研究讲习班）。我们利用现有的基础设施连接学者在9资助的职业生涯 发展计划在杜克，以提高课程的影响。第二，接入强大的管道 有才华的早期研究人员，我们提供个性化的老龄化研究导师（目标2），提供 指导研究经验和专业发展，每年最多5个选择“胡椒学者”。 学者们创建个性化的专业发展计划，并通过精心挑选的 导师团队包括至少2名OAIC核心教师。他们完成研究培训，其中可能包括 课程作业，专业发展研讨会，或核心教师的研究技术教程。定期 在数据集成工作组中介绍他们的工作是为了促进基本的， 临床科学整合Pepper奖学金获得者将获得工资、项目和/或专业发展计划 OAIC的支持。最后，REC负责评估老龄化研究的有效性 整个杜克OAIC的教育（目标3）。在老龄中心的教育工作者的指导下， 在课程开发和评估方面，REC将评估OAIC的影响 采用名义组等创新评价方法的学者职业发展计划 sessions.我们利用机构资源的能力将显著增强区域经济共同体的影响力 程序.我们与杜克临床转化科学奖中心建立了密切的合作关系 （CTSA）KL 2计划，以加强学者招聘，共享课程和资源;杜克OAIC REC 和CTSA共享同一个共同领导人和项目主管，以促进互动。医学院 提供优秀的专业发展计划，研究领导力培训和赠款写作教育 和支持服务，将被我们的学者使用。杜克领导人对REC计划的支持 医学院院长为REC学者提供匹配资金的承诺证明了这一点， 医学系主席，并资助REC发起的储备和复原力座谈会 被医学院院长

PROJECT SUMMARY/ABSTRACT – Research Education Component (REC) The overall goal of the Research Education Component (REC) is to develop the next generation of leaders in integrating basic science and clinical insights into interventions promoting reserve and resilience in late life. To accomplish this we build upon strong existing training programs in Geroscience and Biology of Aging to fill key gaps in aging research education. Specifically, the REC will coordinate delivery of aging research curriculum to early investigators across the institution (Aim 1) promoting basic and clinical science integration in reserve and resilience across the lifespan (Research Colloquia on Reserve and Resilience, Data Integration Working Group), and new interventions that support reserve and resilience in diverse populations of older adults (Intervention Development in Elderly Adults Workshop, Disparities Research Curriculum, Pilot Studies Workshop). We utilize an existing infrastructure linking scholars across the 9 funded career development programs at Duke to enhance the impact of the curriculum. Second, accessing a strong pipeline of talented early investigators, we provide individualized aging research mentorship (Aim 2) by offering mentored research experiences and professional development to up to 5 select “Pepper Scholars” each year. Scholars create individualized professional development plans and are supported by a carefully selected mentorship team including at least 2 OAIC Core faculty. They complete research training which may include coursework, professional development workshops, or research technique tutorials from Core faculty. Regular presentation of their work in the Data Integration Working Group is mandated in order to promote basic and clinical science integration. Pepper Scholars receive salary, project, and/or professional development plan support from the OAIC. Finally, the REC is responsible for evaluating the effectiveness of aging research education across the Duke OAIC (Aim 3). Guided by educators in the Aging Center with nationally recognized expertise in curriculum development and evaluation, the REC will measure the impact of OAIC programs on Scholars' career progression using innovative evaluation methods such as nominal group sessions. Our ability to leverage institutional resources will markedly enhance the impact of the REC program. We have established a close partnership with the Duke Clinical Translational Science Award Center (CTSA) KL2 program to enhance scholar recruitment, share curriculum and resources; the Duke OAIC REC and CTSA share the same co-leader and project director to facilitate interactions. The School of Medicine offers excellent professional development programs, research leadership training, and grant-writing education and support services that will be utilized by our scholars. The support of the REC program by Duke's Leaders is demonstrated by the commitment for matching funds for REC scholars by the School of Medicine Dean and the Department of Medicine Chair, and the funding of the REC-initiated Colloquia on Reserve and Resilience by the School of Medicine Dean.